Practicum of the master’s in teacher education: design, implementation, and competency-based assessment using rubrics

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dc.contributor.authorFlores, Lirio
dc.contributor.authorMartínez de la Hidalga, Zoe
dc.contributor.authorKorres, Oihane
dc.date.accessioned2025-11-03T11:31:05Z
dc.date.available2025-11-03T11:31:05Z
dc.date.issued2025-05-03
dc.date.updated2025-11-03T11:31:05Z
dc.description.abstractThis study explores the development and implementation of specific rubrics for the assessment of competencies in the practicum of the Master’s Degree in Compulsory Secondary Education, Upper Secondary Education, Vocational Training, and Language Teaching (MCSE). Higher education programs, particularly in teacher training, including the Practicum of the MCSE, have generated a significant amount of written feedback to support competency assessment and professional development. Through an iterative collaborative process, assessment rubrics were developed and refined with twin focuses on the quality of students’ reports and their attitude during their practicums. The result is two rubrics that have better alignment of learning objectives and praxis and that can support more detailed and more objective assessment. Notably, the involvement of the tutoring team in the validation process was crucial in refining the competency of descriptors to provide comprehensive feedback and greater consistency of assessment. The involvement of tutors is essential, as they not only provide external perspectives that enrich the analysis of Practicum activities but also help clarify learning objectives and promote the development of students’ competencies. In this process of guidance and monitoring, rubrics stand out as effective tools for assessing acquired competencies, fostering teacher training that meets the contemporary needs of the educational environment.en
dc.identifier.citationFlores-Moncada, L., Martínez-De-la-Hidalga, Z., & Korres, O. (2025). Practicum of the master’s in teacher education: design, implementation, and competency-based assessment using rubrics. International Journal of Learning in Higher Education, 32(2), 23-45. https://doi.org/10.18848/2327-7955/CGP/V32I02/23-45
dc.identifier.doi10.18848/2327-7955/CGP/V32I02/23-45
dc.identifier.eissn2327-8749
dc.identifier.issn2327-7955
dc.identifier.urihttps://hdl.handle.net/20.500.14454/4234
dc.language.isoeng
dc.publisherCommon Ground Research Networks
dc.subject.otherAssessment rubrics
dc.subject.otherCompetency assessment
dc.subject.otherPracticum
dc.subject.otherSecondary education
dc.subject.otherTeacher training
dc.titlePracticum of the master’s in teacher education: design, implementation, and competency-based assessment using rubricsen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.endPage45
oaire.citation.issue2
oaire.citation.startPage23
oaire.citation.titleInternational Journal of Learning in Higher Education
oaire.citation.volume32
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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